Peer interaction and learning in cooperative small groups.

Abstract

This study investigated the relationships among student and group characteristics, group interaction, and achievement in cooperative small groups. Seventy-seven students in two junior high school mathematics classrooms learned a two-week unit on exponents and scientific notation in mixed-ability or uniform-ability groups. Interaction in the groups was tape recorded. Three categories of interaction were related to achievement: receiving no explanation in response to a question or error (receiving no response or receiving only the correct answer) was negatively related to achievement; giving explanations and receiving explanations were positively related to achievement. Achievement and interaction in the group were related to group composition, sex, ability, and personality. Medium-ability students in uniform-ability groups showed higher achievement and received more explanations than mediumability students in mixed-ability groups. Boys showed higher achievement than girls. There was a curvilinear relationship between ability and achievement in mixed groups: Highs performed best, and mediums and lows showed similar achievement. High-ability students gave more explanations than lowability students. Introverted students outperformed extroverted students, but extroverted students received more explanations. The advantages of tape recording over other observational procedures are discussed.

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